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2001 - The New Segregation

Attribution: Laosa, Luis
Researchers: Luis Laosa
University Affiliation: Educational Testing Service
Email:
Research Question:
Overview of US national demographic trends in school segregation and the results of research on immigrant children from Puerto Rico.
Published: 1
Journal Name or Institutional Affiliation: ETS Policy Notes
Journal Entry: Vol. 10, No.1, pp. 1-6
Year: 2001
Findings:
  • National statistics now show higher levels of school segregation for Hispanics/Latinos than for African Americans.
  • Separate but NOT equal. School segregation is associated with school segregation by poverty and parental education.
  • The higher a school concentration of economically impoverished students, the higher the incidence of low academic achievers tend to be.
  • The ecology of schools can affect a child’s long-term social development.
  • School segregation by race/ethnicity or language de facto concentrate poverty and low academic achievement in schools that are not equal – a historical and contemporary fact.
  • When students are isolated they are deprived of the opportunity to develop inter group interactions.
Keywords: Elementary SchoolHispanicsImmigrantsLatinosLinguistic CompositionSegregationRegions: NortheastMethodologies: QuantitativeResearch Designs: Secondary Survey DataAnalysis Methods: Descriptive Statistics Sampling Frame:241 public elementary schools in NJ
Sampling Types: NonrandomAnalysis Units: SchoolStudentData Types: Quantitative-Longitudinal
Data Description:
  • Sample of 241 public elementary schools in NJ.
  • Enrollment records of those schools who received children coming from Puerto Rico.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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